• Day 4, Distance Learning: MARCH 23, 2020

    Reading

    Overview: Identifying story elements through a story map: characters, setting, problem, and solution

    Estimated Time: Approximately 45 minutes

    Explanation: Students will re-read the story “One of Three” (from yesterday’s plans) in the anthology text "Discover". As students read, they should think about characters, setting (both where and when the story takes place), the main problem in the story, and the solution. After reading and thinking about these story elements, students will complete the fourth page of the "Reading Response Packet", titled "Book Look Station: Setting”. Students will record the title, author, draw a picture of the setting, and write a complete sentence that describes the setting, both where and when the story takes place.

    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
    • Re-read through the story, pausing to discuss story elements as you read
    • Identify and record the setting
    • Draw a picture of the setting for this story and write a sentence to describe it
    • Optional: Yesterday you discussed characters, today you focused on setting. Can you take this story a step further by retelling it out loud to someone in your family? Or writing a sentence for beginning, middle, and end? Or writing down the problem and solution for the main characters?

    Links: None available for this lesson

     

     

    Writing

    Overview:  Students will produce a list of “Things that are Pink”. Students will take a break from complete sentences to focus on creating a list, similar to a choice during Daily 5 centers. Students will focus on sounding out unfamiliar words in their writing, using strategies to identify any blends or letter patterns in their lists, and neat handwriting.

    Estimated Time:  Approximately 25 minutes

    Explanation:  Students will think about “Things that are Pink” and create a list. You can use one of the writing pages provided, or use a notepad at home that moms or dad use to make lists! Remember to sound out words you are not sure about as best as you can. Try “chopping them up” like we practiNce with Mrs. Adler every day!

    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:

    • Make a list of “Things that are Pink” – outside, inside, in our classroom, where ever!
    • Optional: go on a hunt around your house first to search for pink items!
    • Write your “pink items” using your best, first grade handwriting
    • Optional: Draw pictures to go along with your pink items. Try this! Don’t show your mom, dad, guardian, or sibling your words quite yet… instead, can you have them guess your words by only showing them your pink pictures first? Then have them check out your spelling and neat handwriting with the words!
    • Optional: Have someone in your household pick a different color, and go on a different item hunt to create a new list!

    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!

     

    Science

    Overview: Reading non-fiction science content and applying skills and content to complete weather crossword puzzle.

    Estimated Time: Approximately 20 minutes

    Explanation: Students will re-read the Scholastic News article “My Wild Weather Day”, continued from Day 2 Science plans from Wednesday, 3/18. 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 second page of their “Science” packet titled “Do a Weather Crossword Puzzle”.

    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:

    • Re-read the article “My Wild Weather Day” to refresh memory on the topic
    • Share some interesting facts you learned with someone
    • Turn to the second page of your “Science” packet
    • Read through the words in the word bank, and discuss what you think they might mean with someone. Look back in the article to help you with some of them if you are not sure.
    • Read the “Across” and “Down” clues to fill in the crossword puzzle (Parents – students may need help with the format of crossword puzzles, as this may not be familiar to them).Optional – Answer the comprehension questions on the last page of the article

    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!

     

    Math: Number Patterns

    Estimated Time for 4 Activities: Approximately 30 minutes

    Activity 1:

    Overview: Number Patterns

    Explanation: Write the missing numbers to complete the number patterns.

    Things to know:

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to practice number patterns.
    2. 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.
    3. More specific directions are provided on each sheet/activity that goes along with these lessons. I will send these sheets through email.

    Tasks:

    • Beginning with the cat, help him count the steps
    • Fill in the missing numbers

    Activity 2:

    Overview: Increasing and Decreasing Number Patterns

    Explanation: Fill in the missing numbers to complete the number patterns forward and backward.

    Things to know:

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to practice number patterns.
      2. Some patterns will be increase and some patterns will decrease.
      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:

    • Begin with the first mushroom
    • Count to fill in the missing numbers and to find the missing patterns

     

    Activity 3: Extra - Only complete if you want more practice. 

    Overview: Compliments of 10

    Explanation: You will draw a picture to represent all the different combinations and ways you can get to the sum of 10.

    Things to know:

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to practice the 6 ways (with turn around facts) to get to 10.
      2. The first one is done for you as an example 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:

    • Draw 10 fish.
    • Using the ten fish you drew, write number sentences on the six different ways to get to 10.
    • Write the turn-around facts to help you.

     

    Activity 4: Extra - Only complete if you want more practice. 

    Overview: Problem Solving

    Explanation: You will identify correct statements and prove they are true by drawing a picture. If one of the statements is not true, you will fix the mistake to make it true.

    Things to know:

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to practice problem solving.
      2. There is ONE sentence that is not true.
      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:

    • You will read 4 sentences and identify which sentences are true by drawing a picture to prove it.
    • If an incorrect sentence is found, you will fix the mistake and draw the picture to prove 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